RT info:eu-repo/semantics/article
T1 Challenges with using formative and authentic assessment in physical education teaching from experienced teachers’ perspectives
A1 Barrientos Hernán, Emilio J.
A1 López-Pastor, Víctor M.
A1 Lorente-Catalán, Eloísa
A1 Kirk, David
K1 Self-assessment, Teacher Education, Peer-assessment, Assessment for Learning
AB The main purpose of this study was to identify the challenges of using formative assessment (FA) and authentic assessment (AA) in physical education (PE) teaching, based on some experienced teachers’ perspectives. Semi-structured interviews of four teachers were conducted and analysed. The results show how the teachers operationalised the FA and AA to support student learning. They emphasised that to obtain positive results for teachers and pupils, it is key that the teaching is organised with assessment in mind, and that the assessment is structured. The study concludes that with pedagogic knowledge and a positive attitude to use the FA and AA, it is possible to overcome the drawbacks revealed in the PE assessment literature. Nevertheless, these teachers belonged to communities of practice linked to the FA and AA in PE, which seems to be a key factor to achieve the desired ‘assessment literacy’ needed to initiate those changes in PE.
PB Australian Council for Health, Physical Education and Recreation Inc. (ACHPER)
SN 2574-2981
YR 2022
FD 2022
LK https://uvadoc.uva.es/handle/10324/72990
UL https://uvadoc.uva.es/handle/10324/72990
LA spa
NO Barrientos, E.; López-Pastor, V. M.; Lorente-Catalán, E.; Kirk, D. (2022). Challenges with using formative and authentic assessment in physical Education teaching from experienced teachers’ perspectives. Curriculum Studies in Health and Physical Education,14:2, 109-126.
NO Producción Científica
DS UVaDOC
RD 25-dic-2024